Nondigital Game Creation as a Teaching Method for Sustainability of Nanomaterials: Student View to Learning and the Role of Emotions

Interest toward game-based learning has grown as games have been found to increase student engagement and improve learning outcomes. Such an approach may be especially useful when tackling the challenges related to passive learning in an increasingly digital world. This study introduces a nondigital game creation teaching method, which was implemented in a higher education course for chemistry and materials science students, focused on nanomaterial chemistry and their sustainability. This qualitative study explores how the students perceive their learning while creating a game and which aspects of collaborative learning influence their study experience. The games created by the students demonstrated how they linked material chemistry topics (e.g., synthesis, chemical and physical properties of the chosen nanomaterial, toxicity, applications) to a wider context of sustainability (environmental, economic, and social impacts). Based on semistructured interviews (N = 10) and complementary questionnaire data (N = 22), the students’ own view was that game creation enhanced learning of nanomaterials chemistry, and many experienced positive emotions during the learning activity. The key finding from the study is that the game creation method activated students in their learning, not only on the core chemistry topic but also in developing more diverse competencies such as creativity, collaboration, and research competencies, all of which are essential skills to help solve the world’s grand sustainability challenges. The main issues with the teaching method were found in the initial stages of the activity and group work, especially with language during group communication. Overall, this study introduces a novel way of incorporating sustainability in chemistry and materials science education while supporting active learning and development of essential competencies and skills for the future.